Engaging business | The Guardianhttp://www.theguardian.com/higher-education-network/engaging-business
Latest news and features from theguardian.com, the world's leading liberal voiceen-gbGuardian News and Media Limited or its affiliated companies. All rights reserved. 2015Tue, 31 Mar 2015 21:06:18 GMT2015-03-31T21:06:18Zen-gbGuardian News and Media Limited or its affiliated companies. All rights reserved. 2015The Guardianhttp://assets.guim.co.uk/images/guardian-logo-rss.c45beb1bafa34b347ac333af2e6fe23f.pnghttp://www.theguardian.com
University finance: how should we judge value for money?http://www.theguardian.com/higher-education-network/2014/feb/05/university-finance-cut-costs-social-value-efficiency-exchange
Sponsored Q&amp;A: Join our live chat <strong>7 February</strong> on how to cut costs without damaging the university experience<p>As the Department for Business, Innovation and Skills announces reductions to spending in 2014-15, universities are looking for new and innovative ways to save money. For many, this has meant outsourcing campus services, including catering and facilities management.</p><p>But how do universities go about making these decisions and what do they see as value for money?</p> <a href="http://www.theguardian.com/higher-education-network/2014/feb/05/university-finance-cut-costs-social-value-efficiency-exchange">Continue reading...</a>Live Q&AHigher Education NetworkManagement and administrationFundingFinancePartnershipsInnovationCommunications and marketingInfrastructureStudent experienceEngaging businessPolicyEmployabilityPrivate providersHigher educationEducationWed, 05 Feb 2014 15:26:00 GMThttp://www.theguardian.com/higher-education-network/2014/feb/05/university-finance-cut-costs-social-value-efficiency-exchangeMartin Godwin/Martin GodwinStudents protest against privatisation on the Sussex University campus. Photograph: Martin GodwinMartin Godwin/Martin Godwinoccupy sussex student protest Photograph: Martin GodwinClaire Shaw2014-02-05T15:26:00ZBob Cryan: the vice-chancellor 'leading from the front' – videohttp://www.theguardian.com/higher-education-network/video/2013/jul/29/bob-cryan-huddersfield-university-interview
Named inspiring leader of the year at the Guardian University Awards 2013, Bob Cryan, professor and vice-chancellor of the University of Huddersfield, talks about what this recognition means to him as we go behind the scenes on campus to hear what Huddersfield staff and students really think about his style of leadership <a href="http://www.theguardian.com/higher-education-network/video/2013/jul/29/bob-cryan-huddersfield-university-interview">Continue reading...</a>Higher Education NetworkLeadershipManagement and administrationStudent engagementEngaging businessRecruitment and HRUniversity administrationHigher educationUniversity of HuddersfieldEducationUniversity AwardsMon, 29 Jul 2013 16:09:00 GMThttp://www.theguardian.com/higher-education-network/video/2013/jul/29/bob-cryan-huddersfield-university-interviewguardian.co.uk/guardian.co.ukBob Cryan
Photograph: guardian.co.ukArun Marsh and Claire Shaw2013-07-29T16:09:00ZElsevier buys Mendeley: your reactionhttp://www.theguardian.com/higher-education-network/blog/2013/apr/10/elsevier-buys-mendeley-academic-reaction
The sale of the London-based startup to the publishing giant has prompted strong reactions from the academic community – is the partnership good or bad news for open access research?<p>Scepticism over the sale of academic referencing site <a href="http://www.mendeley.com/" title="">Mendeley</a> to <a href="http://www.reedelsevier.com/Pages/Home.aspx" title="">Reed Elsevier</a> is &quot;unfounded&quot;, says the publishing group, which vows the London-based startup will continue to operate as its own company.</p><p>The sale follows months of speculation about the deal, initially exposed by <a href="http://techcrunch.com/2013/01/17/elsevier-mendeley-education/" title="">TechCrunch</a> in January. Although Elsevier did not disclose the sale price, it is thought to be <a href="http://www.guardian.co.uk/media/2013/apr/09/reed-elsevier-buys-mendeley" title="">up to $100m (&pound;65m)</a>.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2013/apr/10/elsevier-buys-mendeley-academic-reaction">Continue reading...</a>Higher Education NetworkHigher educationTechnologyOpen accessPublishingAcademicsResearchInnovationEngaging businessResearchEducationWed, 10 Apr 2013 10:59:00 GMThttp://www.theguardian.com/higher-education-network/blog/2013/apr/10/elsevier-buys-mendeley-academic-reactionRob Whitworth/AlamyWhat will Mendeley's sale to Elsevier mean for open access in higher education? Photograph: Rob Whitworth/AlamyRob Whitworth/AlamyAccording to our panel, more education and training makes for better councillors Photograph: Rob Whitworth/AlamyClaire Shaw2013-04-10T10:59:00ZOutsourced vs on campus services: what's the best model? – live chathttp://www.theguardian.com/higher-education-network/2013/mar/19/university-services-outsourcing-campus-models
How can universities manage facilities and services while balancing the books? Join our #HElivechat<strong> 22 Mar 12pm GMT</strong><p>As Northampton vice-chancellor Nick Petford says, <a href="http://www.guardian.co.uk/higher-education-network/blog/2013/feb/18/university-procurement-consortia-savings-investment" title="">university procurement is not a sexy subject</a>, but an important one.</p><p>The Department for Business, Innovation and Skills has predicted it will face &pound;150m limit on how much it can spend in 2013-14, reductions increasing further to &pound;280 in 2014-15.</p> <a href="http://www.theguardian.com/higher-education-network/2013/mar/19/university-services-outsourcing-campus-models">Continue reading...</a>Live Q&AHigher Education NetworkManagement and administrationFundingFinanceInnovationCommunications and marketingInfrastructureStudent experiencePartnershipsEngaging businessEmployabilityPrivate providersHigher educationEducationTue, 19 Mar 2013 15:45:00 GMThttp://www.theguardian.com/higher-education-network/2013/mar/19/university-services-outsourcing-campus-modelsCorbisIt is simply a case of homegrown verses outsourced models? Or are there other collaborative options to consider? Photograph: Corbis.CorbisPlant growing a 50 Euro bill Photograph: CorbisClaire Shaw2013-03-19T15:45:00ZUniversity accountability: why not let the public track performance?http://www.theguardian.com/higher-education-network/blog/2013/mar/18/university-accountability-public-performance-tracker
Universities hold the keys to economic vitality, says <strong>Doug Rothwell</strong>, and Michigan is shining a light on exactly how<p>In today's knowledge economy, there is growing recognition that colleges and universities are powerful stimulants of economic growth. The talent, research and development, and economic activity they produce are valuable public goods worthy of both private and public investment.</p><p>The obvious question, however, is this: how can colleges and universities show they are delivering healthy investment returns? We think we have the beginnings of an answer: <a href="http://www.blmperformancetracker.com/" title="">Michigan's performance tracker</a> for public universities.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2013/mar/18/university-accountability-public-performance-tracker">Continue reading...</a>InternationalHigher Education NetworkManagement and administrationFinancePartnershipsPolicyTechnologyEngaging businessDistinctivenessHigher educationMon, 18 Mar 2013 12:40:25 GMThttp://www.theguardian.com/higher-education-network/blog/2013/mar/18/university-accountability-public-performance-trackerShannon Fagan/Getty ImagesUniversities need to think more critically about how they fit into a puzzling economic climate. Photograph: Shannon Fagan/Getty Images.Shannon Fagan/Getty ImagesThe independent bodies that make up the What Works Network need to fit into the bigger policy puzzle. Photograph: Shannon Fagan/Getty ImagesDoug Rothwell2013-03-18T12:40:25ZKnowledge mobilisers: putting research into practice (and policy)http://www.theguardian.com/higher-education-network/blog/2012/oct/09/knowledge-mobilisation-university-research-partnerships
Maximising the impact of research on society depends on universities brokering the right partnerships with public policy, says David Phipps – and Canada is leading the way<p>Earlier this year on the Higher Education Network, <a href="http://www.guardian.co.uk/higher-education-network/blog/2012/mar/09/introduction-to-knowledge-mobilisation" title="">I introduced knowledge mobilisation</a> as a university-based process that connects academic social sciences and humanities research to non-academic decision makers to inform decisions about public policy and professional practice, enhance social innovation and develop sustainable solutions to social, environmental, economic and cultural challenges.</p><p></p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/oct/09/knowledge-mobilisation-university-research-partnerships">Continue reading...</a>Higher Education NetworkInternationalManagement and administrationResearchPartnershipsEngaging businessResearchHigher educationEducationTue, 09 Oct 2012 10:56:55 GMThttp://www.theguardian.com/higher-education-network/blog/2012/oct/09/knowledge-mobilisation-university-research-partnershipsAlamyGood research should have a ripple effect on society and knowledge mobilisation can push it out. Photograph: AlamyAlamyRipple on water Photograph: AlamyDavid Phipps2012-10-09T10:56:55ZCabinet reshuffle: Willetts is needed for continuity at a time of great changehttp://www.theguardian.com/higher-education-network/blog/2012/sep/06/cabinet-reshuffle-david-willetts-universities
Changes to government can bring fresh energy but they can also deepen uncertainty and hinder progress. As universities adapt to change, keeping the university minister on is welcomed news<p>A <a href="http://www.guardian.co.uk/politics/2012/sep/04/david-cameron-government-reshuffle-cabinet" title="">cabinet reshuffle</a> can always be counted on to provide drama, tension and intrigue, and David Cameron's reshuffle of his government was no exception. This political shifting was significant not just because of what it says about coalition politics but also because the new team will have to demonstrate that they are able to deliver on growth against a backdrop of ongoing global economic downturn and a looming general election.</p><p>One decision that failed to make the headlines but is of significance to the higher education sector, was the decision to keep David Willetts as the minister of state for universities and science. Like many others in the sector, the University Alliance office were glued to <a href="https://twitter.com/#!/search/willetts%20%20%23reshuffle" title="">Twitter</a> to discover who would be given the responsibility of overseeing universities. Once the announcement was made, we <a href="https://twitter.com/UniAlliance/status/243266221942927360" title="">uttered a sigh of relief</a> which was shared by many in the sector. But why are we happy with the prime minister's decision?</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/sep/06/cabinet-reshuffle-david-willetts-universities">Continue reading...</a>Higher Education NetworkPolicyReformsEngaging businessHigher educationEducationUniversity fundingEducation policyPoliticsDavid WillettsLiberal-Conservative coalitionThu, 06 Sep 2012 12:17:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/sep/06/cabinet-reshuffle-david-willetts-universitiesGraeme Robertson/Graeme Robertson"Willetts has proven himself to be a strong, knowledgeable and passionate advocate for higher education." Photograph: Graeme RobertsonGraeme Robertson/Graeme Robertson"Willetts has proven himself to be a strong, knowledgeable and passionate advocate for higher education." Photograph: Graeme RobertsonLibby Hackett2012-09-06T12:17:00ZSocial enterprise should be made central to higher education strategyhttp://www.theguardian.com/higher-education-network/blog/2012/aug/23/social-enterprise-students-university-experience
There is no point in developing student social entrepreneurs if we don't also develop a thriving social enterprise sector for them to work in, says Simon Denny<p>When I went to university in the late 1970s, fewer than 20% of school leavers went on to higher education. Some degrees were clearly vocational (medicine perhaps the most obvious example), but most were not. My module on the Comparative Government of Indonesia and Nigeria has not, I'm afraid to say, been of direct relevance to me in the world of work.</p><p>However, a degree did give graduates an experience that most of their contemporaries did not have and with that experience some unique opportunities. The 'Milk Round' university recruiting fairs, run by large often blue-chip organisations, offered a route into management that was by and large exclusive to graduates.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/aug/23/social-enterprise-students-university-experience">Continue reading...</a>Higher Education NetworkEmployabilityInnovationEngaging businessStudent experienceLearning and teachingHigher educationEducationSocial enterprisesSocietyThu, 23 Aug 2012 17:09:03 GMThttp://www.theguardian.com/higher-education-network/blog/2012/aug/23/social-enterprise-students-university-experiencePatrik Stollarz/AFP/Getty Images/AFP/Getty ImagesUniversities need to find the right fit for social enterprise in their strategies. Photograph: Patrik Stollarz/AFP/Getty Images/AFP/Getty ImagesPatrik Stollarz/AFP/Getty Images/AFP/Getty ImagesOn your marks, get set, go! You can handle the cube, but can you answer our quiz? Photograph: Patrik Stollarz/AFP/Getty Images/AFP/Getty ImagesSimon Denny2012-08-23T17:09:03ZWhat have universities contributed to the legacy of the Olympic Games?http://www.theguardian.com/higher-education-network/blog/2012/aug/14/higher-education-london-2012-olympic-games-legacy
As the Olympics make way for the Paralympics, we round up the advice from our live chat panel on how universities can ensure the Games have a lasting legacy beyond participation in sport<p><strong>The core question is can university findings and recommendations change mega-events?</strong> Is our academic work providing the kind of guidance or tools that organisers may build on in their delivery - or do we run the risk of only being able to comment or reflect on what has been, while struggling to intervene in time for actual reform? In my view, what matters is to be aware of who is being empowered to set the agenda - our role as HEIs should not be limited to help others deliver their agendas, but instead, in our work we should aspire to shaping the agenda itself and related priorities.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/aug/14/higher-education-london-2012-olympic-games-legacy">Continue reading...</a>Higher Education NetworkLive Q&AResearchEngaging businessStudent experienceHigher educationEducationResearchInternational Olympic CommitteeOlympic Games 2012SportOlympic legacyUK newsOlympicsTue, 14 Aug 2012 12:00:35 GMThttp://www.theguardian.com/higher-education-network/blog/2012/aug/14/higher-education-london-2012-olympic-games-legacyGraeme Robertson/Graeme RobertsonBeyond participation in sports, what do univetsities contribute to a lasting Olympics legacy? Photograph: Graeme RobertsonGraeme Robertson/Graeme RobertsonBeyond participation in sports, what do univetsities contribute to a lasting Olympics legacy? Photograph: Graeme RobertsonEliza Anyangwe2012-08-14T12:00:35ZGoing for broke: how universities can deliver on their economic potentialhttp://www.theguardian.com/higher-education-network/blog/2012/aug/07/uk-universities-contributing-to-uk-plc
UK universities have the opportunity of a generation to build a sustainable economy for the 21st century, but they need to invest in infrastructure, business collaboration and in their people<p>Let me start by saying that I am not a proponent of directing academics away from blue-sky research towards second-rate contract research for the highest bidder. I am passionate about the long-term economic, social and cultural value of intellectual exploration through curiosity-driven research. But there seems to be a commonly held view that if you wish to preserve academic freedom, it's impossible to provide any substantial economic benefit to the UK, and that attempting to do so will create profound damage to our research base. I simply don't buy that argument.</p><p>The UK needs an economic game changer and we are incredibly fortunate to have a platform from which we can launch it – our universities. We already make a major contribution to GDP yet we can do much more if academics engage even more extensively with business. We should be using the base of our higher education sector to help our businesses innovate and grow, to encourage overseas corporations to invest in the UK and to create jobs for UK citizens. <a href="http://www.guardian.co.uk/higher-education-network/blog/2012/aug/02/the-value-of-research-collaborations" title="">Many academics already do collaborate with business</a>, recognising that it can enrich and enhance the quality of scholarly work. Such interactions will become increasingly important if we are to remain competitive in the global business that is higher education.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/aug/07/uk-universities-contributing-to-uk-plc">Continue reading...</a>Higher Education NetworkEngaging businessResearchResearch and developmentHigher educationResearchResearch fundingEducationBusinessEconomic growth (GDP)Education policyTue, 07 Aug 2012 12:36:37 GMThttp://www.theguardian.com/higher-education-network/blog/2012/aug/07/uk-universities-contributing-to-uk-plcLehtikuva OY / Rex Features/Lehtikuva OY / Rex FeaturesThinking beyond science parks: universities need to create a network of research and innovation enterprise zones. Photograph: Lehtikuva OY / Rex FeaturesLehtikuva OY / Rex Features/Lehtikuva OY / Rex FeaturesThinking beyond science parks: universities need to create a network of research and innovation enterprise zones. Photograph: Lehtikuva OY / Rex FeaturesStephen Caddick2012-08-07T12:36:37ZHow to foster a culture of collaboration between universities and industryhttp://www.theguardian.com/higher-education-network/blog/2012/aug/02/the-value-of-research-collaborations
For universities that are able to surmount the challenges and costs of collaborating with industry, there are many ways to begin dialogue - from 'sandboxes' to hack days<p>We recently ran a workshop, entitled 'Better conversations', at the two week <a href="http://digitalshoreditch.com/" title="">Digital Shoreditch Festival</a>, held in London's '<a href="http://www.eastlondontechcity.com/" title="">Tech City</a>'. The festival is celebration of the creative, technical and entrepreneurial talent that is part of the digital economy in that part of London, and our workshop explored the question of how businesses and universities can engage more effectively with each other to solve business problems.</p><p>Around 80 participants, from both academia and industry, highlighted many of the issues that can make such communications difficult and provided innovative ideas on how academia and business could collaborate more effectively together.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/aug/02/the-value-of-research-collaborations">Continue reading...</a>Higher Education NetworkInnovationPartnershipsEngaging businessHigher educationEducationUniversity fundingResearchResearch and developmentTechnologyThu, 02 Aug 2012 13:57:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/aug/02/the-value-of-research-collaborationsJohn Stevenson/City University London/Public DomainParticipants, from academia and industry review the issues that make communication and collaboration difficult. Photograph: Amanda Brown/City University.John Stevenson/City University London/Public DomainParticipants, from academia and industry review the issues that make communication and collaboration difficult. Photograph: John Stevenson/City University LondonSara Jones and Stephen Clulow2012-08-02T13:57:00ZPartnering with industry: more than just a logo to help recruit students?http://www.theguardian.com/higher-education-network/blog/2012/jul/31/postgraduate-course-development-nti-birmingham
Universities can develop new postgraduate courses quickly, and increase their relevance, by making industry partners integral to the development process<p>With <a href="http://www.guardian.co.uk/money/2012/feb/22/graduates-unemployment-levels-school-leavers" title="">graduate employability remaining high on the agenda</a>, many universities are seeing a greater demand, both from students and industry, for more career-focused postgraduate degrees. But how much scope is there to do something different with postgraduate courses and – given the economic necessity – how can universities build new courses to a professional standard both quickly and efficiently?</p><p>One answer is to use industry partners. Just over a year ago, a little-known school within Birminghan City University, called <a href="http://www.bcu.ac.uk/pme/nti" title="">New Technology Institute Birmingham</a>, started asking advertising agencies, such as McCann Erickson, Golly Slater and Saatchi &amp; Saatchi, what they looked for in new recruits, where they found most graduates lacking, and what needed to be done to fix this.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/jul/31/postgraduate-course-development-nti-birmingham">Continue reading...</a>Higher Education NetworkLearning and teachingEmployabilityPartnershipsEngaging businessHigher educationEducationPostgraduatesBirmingham City UniversityEmployabilityUniversity teachingTue, 31 Jul 2012 07:00:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/jul/31/postgraduate-course-development-nti-birminghamSascha Schuermann/AFP/Getty ImagesInvolving industry in the development of postgraduate courses can help an institute create a course that stands out. Photograph: Sascha Schuermann/AFP/Getty ImagesSascha Schuermann/AFP/Getty ImagesInvolving industry in the development of postgraduate courses can help an institute create a course that stands out. Photograph: Sascha Schuermann/AFP/Getty ImagesDavid Allen2012-07-31T07:00:00ZIt's time universities made the most of their purchasing powerhttp://www.theguardian.com/higher-education-network/blog/2012/jul/02/procurement-in-universities
Universities have the potential to use their considerable spending to help drive economic growth - if only that purchasing power could be targeted in a more coordinated way<p>In the hurly burly of university politics, procurement is not something known to inspire passionate debate. Outside of the finance office most of us have little idea how our organisations go about buying the goods and services essential to keeping the show on the road. A monthly corporate credit card bill to check is at least comprehensible, unlike the frustration that comes from the equivalent of having to provide three quotes to buy the laptop you saw for half the price at Comet.</p><p>But there is method in this apparent bureaucratic madness. Look behind the spreadsheets and cumulatively UK universities are in control of some &pound;7bn pounds worth of purchasing power annually. This is of course a snip in comparison with the &pound;17bn spent by the NHS on consumables but nevertheless, HEIs have the potential to use their spending to help drive economic growth - if only purchasing power could be targeted in a more coordinated way.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/jul/02/procurement-in-universities">Continue reading...</a>Higher Education NetworkManagement and administrationEngaging businessHigher educationEducationUniversity administrationUniversity of NorthamptonMon, 02 Jul 2012 12:38:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/jul/02/procurement-in-universitiesDureuil Philippe/ Dureuil Philippe / s/CorbisIt’s time universities made the most of their purchasing power Photograph: Dureuil Philippe/ Dureuil Philippe / s/CorbisDureuil Philippe/ Dureuil Philippe / s/CorbisIt’s time universities made the most of their purchasing power Photograph: Dureuil Philippe/ Dureuil Philippe / s/CorbisNick Petford2012-07-02T12:38:00ZAcademic impact isn't just about answers - let's start with debatehttp://www.theguardian.com/higher-education-network/blog/2012/jun/26/research-at-birkbeck-business-week
It's argued that research should be judged on relevance alongside quality. But impact isn't just about solving business problems, using research to start debate is just as important<p>This autumn brings a profound transformation to academia in the UK; not just the first real effects of the changes to English university funding, but also the UK pilot for the 2014 REF submissions system.</p><p>Assessing research impact beyond academia is not a new idea: almost 20 years ago the ESRC paper 'Building Partnerships' argued that funding bodies should judge research relevance alongside research quality. We await the detail, but we already know that <a href="http://" title="">REF 2014</a> will assess impact in terms of 'an effect/change/benefit to the economy, society, culture, public policy or services, health, the environment or quality of life, beyond academia' according to the REF Assessment Framework 2011.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/jun/26/research-at-birkbeck-business-week">Continue reading...</a>Higher Education NetworkAcademicsResearchFundingEngaging businessHigher educationEducationResearchResearch fundingTue, 26 Jun 2012 12:40:52 GMThttp://www.theguardian.com/higher-education-network/blog/2012/jun/26/research-at-birkbeck-business-weekFirefly Productions/ Firefly Productions/CORBISHow do you get your research to create a ripple effect? Providing a space to ask questions is as valuable as providing the answers. Photograph: Firefly Productions/ Firefly Productions/CORBISFirefly Productions/ Firefly Productions/CORBISHow do you get your research to create a ripple effect? Providing a space to ask questions is as valuable as providing the answers. Photograph: Firefly Productions/ Firefly Productions/CORBISAndreas Liefooghe2012-06-26T12:40:52ZEmployers must help universities deliver interdisciplinary skillshttp://www.theguardian.com/higher-education-network/blog/2012/may/08/developing-interdisciplinary-skills
Employers increasingly need staff with a wide range of skills, but it's not the responsibility of universities alone to develop interdisciplinary talent, argues <strong>David Docherty</strong><p>Pessimism is an understandable emotion as we move into what looks to be a wet summer. Double-dip recession, with added euro sprinkles, the worst rain-filled drought since Noah signed off the two-by-two manifest, and endless debates about the quality, range and diversity of our education system are enough to speed-dial the grim reaper on Skype. But then something comes along to remind us that the UK is absolutely brilliant at producing creative, innovative world-class talent. We see for ourselves that businesses and universities working together do, without hesitation and deviation, but with necessary repetition, achieve great things because they produce great talent.</p><p>My little ray of sunshine moment this week came from the launch on Tuesday of <a href="http://goo.gl/xjycq" title="">The Space, </a> a joint Arts Council/BBC project. This extraordinary event – I'm on its steering board – brings together the highest-calibre content with mind-twisting technical breakthroughs. The treats range from screenings of two newly restored silent films directed by Alfred Hitchcock to all 37 of Shakespeare's plays performed by 37 international theatre companies. My favourite was <a href="http://goo.gl/NQkjV" title="">The Merry Wives of Windsor</a> in Swahili.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/may/08/developing-interdisciplinary-skills">Continue reading...</a>Higher Education NetworkManagement and administrationPartnershipsEngaging businessEmployabilityHigher educationEducationEmployabilityTue, 08 May 2012 10:14:36 GMThttp://www.theguardian.com/higher-education-network/blog/2012/may/08/developing-interdisciplinary-skillsFacundo Arrizabalaga/EPANew Zealand's Ngakau Toa theatre company perform Troilus and Cressida at the Globe theatre in London, part of a joint Arts Council-BBC project developing interdisciplinary skills. Photograph: Facundo Arrizabalaga/EPAFacundo Arrizabalaga/EPANew Zealand's Ngakau Toa theatre company perform Troilus and Cressida at the Globe theatre in London, part of a joint Arts Council-BBC project developing interdisciplinary skills. Photograph: Facundo Arrizabalaga/EPADavid Docherty2012-05-08T10:14:36ZLondon 2012 Olympics: how should universities contribute to the legacy?http://www.theguardian.com/higher-education-network/blog/2012/may/02/london-2012-olympics-universities-legacy
More than 90% of British institutions are in some way involved in projects related to the Games. But will these leave a lasting legacy? Join the debate Friday 4 May at 12 BST<p>Earlier this year Andy Miah asked: <a href="http://www.guardian.co.uk/higher-education-network/blog/2012/feb/23/olympics-higher-education-uk" title="">what will the olympics do for higher education in the UK?</a> Given that I'm naturally sceptical of the claims that these sort of events will do anything more than make the athletes who do well celebrities and make money for businesses and individuals who already have the networks or resources needed to capitalise on these opportunities, I thought Andy's was a darn good question.</p><p>But not only did he ask it, he then provided some answers: &quot;From setting up undergraduate modules on media training to building links with hospitality courses or security, there is hardly one dimension of the higher education sector that has not been reached by the Olympic programme in some way.&quot; He also added: &quot;The Games have given rise to cross-sector collaborations, particularly between education and the arts sector.&quot;</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/may/02/london-2012-olympics-universities-legacy">Continue reading...</a>Higher Education NetworkLive Q&AWidening participationPartnershipsStudent experienceEngaging businessInternationalHigher educationEducationLondonOlympic Games 2012Olympic legacyOlympicsWed, 02 May 2012 14:31:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/may/02/london-2012-olympics-universities-legacyRachel Whiteread/GuardianWill British universities leave their mark on the Olympics? Photograph: Rachel Whiteread for the GuardianRachel Whiteread/GuardianWill British universities leave their mark on the Olympics? Photograph: Rachel Whiteread for the GuardianEliza Anyangwe2012-05-02T14:31:00ZTransparency is now king: redefining higher education procurementhttp://www.theguardian.com/higher-education-network/blog/2012/apr/24/transparency-redefining-higher-education-procurement
Universities are under real pressure to make savings. Changing procurement practice can help them find efficiencies, says <strong>Steve Malone</strong><p>Litigation involving procurement tenders in the higher education sector has <a href="https://www.cips.org/Documents/Membership/Branch%20Event%20uploads/2011%209%2027%20EU%20Procurement%20Law%20Presentation.pdf">increased by 500%</a> in the last three years, according to research conducted by the University of Nottingham and procurement company Achilles. That's an extraordinary figure but it tells a tale of how much buying in universities has changed since the recent period of austerity began.</p><p>Previously, the relationship between supplier and HE institution was often cordial. Not any more. Companies that provide services to universities are becoming increasingly adversarial if they lose contracts. Where before they might not have challenged award decisions, thinking they would win next time, now, at a time when business growth is more challenging, suppliers may choose to bring the lawyers in to look for holes in how an institution has run the procurement process.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/apr/24/transparency-redefining-higher-education-procurement">Continue reading...</a>Higher Education NetworkEngaging businessManagement and administrationFinanceReformsHigher educationEducationPublic sector cutsTue, 24 Apr 2012 07:00:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/apr/24/transparency-redefining-higher-education-procurementRick Rycroft/APTransparency must be heart of higher education procurement. (AP Photo/Rick Rycroft) Photograph: Rick Rycroft/APRick Rycroft/APTransparency must be at the heart of higher education procurement. Photograph: Rick Rycroft/APRick Rycroft/APTransparency must be heart of higher education procurement. (AP Photo/Rick Rycroft) Photograph: Rick Rycroft/APRick Rycroft/APTransparency must be heart of higher education procurement. (AP Photo/Rick Rycroft) Photograph: Rick Rycroft/APSteve Malone2012-04-24T07:00:00ZBuilding professional accreditation into traditional degreeshttp://www.theguardian.com/higher-education-network/blog/2012/apr/20/university-professional-bodies-graduate-employability
Universities and professional bodies need to work together to develop graduate employability, says <strong>Ann Brine</strong><p>Higher education institutions are increasingly aware of the need to set themselves apart from their competitors. In a competitive marketplace, some universities have chosen to trade on their brand, while others compete on price by offering attractive scholarships. These, however, are not the only factors that influence students' decisions – as Zahir Irani quite rightly pointed out <a href="http://www.guardian.co.uk/higher-education-network/blog/2012/mar/09/universities-think-creatively-graduate-employability" title="">in a recent post on this blog</a>.</p><p>With students seeking out degrees that set them apart from their competitors in a crowded graduate job market, academics and higher education managers should recognise the value of and demand for courses offering a more business-orientated education. Embracing a tighter integration between business and higher education is one way to meet this demand.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/apr/20/university-professional-bodies-graduate-employability">Continue reading...</a>Higher Education NetworkEmployabilityPartnershipsEngaging businessHigher educationEducationEmployabilityFri, 20 Apr 2012 16:36:19 GMThttp://www.theguardian.com/higher-education-network/blog/2012/apr/20/university-professional-bodies-graduate-employabilityRoyalty-Free/Corbis"Those institutions that thrive in the new market environment will be those that offer professional qualifications", giving graduates the best start. Photograph: Royalty-Free/CorbisRoyalty-Free/CorbisSocial investment can provide charities with the means to grow and become more sustainable. We share our experts' advice on how social investment could work for your charity. Photograph: Royalty-Free/CorbisAnn Brine2012-04-20T16:36:19ZWhy universities should think beyond big headline partnershipshttp://www.theguardian.com/higher-education-network/blog/2012/mar/27/universities-big-headline-partnerships-engagement
If universities aren't talking to industry in the local community, then a wealth of opportunities are being missed, says <strong>Margaret Bruce</strong><p>As the recently appointed pro vice-chancellor for engagement at the University of Central Lancashire, my role is pretty varied.</p><p>I have regular meetings with people ranging from academics, journalists, politicians and chief executives. Just recently I met with the commissioner of the NHS to discuss UCLan's MBA in health before going on to meet the director of a major manufacturer about the need to address the skills gap for engineers and scientists, which is acute, particularly in Lancashire – the UK's main manufacturing region.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/mar/27/universities-big-headline-partnerships-engagement">Continue reading...</a>Higher Education NetworkEngaging businessHigher educationEducationUniversity of Central LancashireTue, 27 Mar 2012 16:58:00 GMThttp://www.theguardian.com/higher-education-network/blog/2012/mar/27/universities-big-headline-partnerships-engagementAlamyIf universities aren't talking to industry in the local community, then a wealth of opportunities are being missed. Photograph: AlamyAlamyA2583G Miniature businessmen standing on stacks of coins on financial newspaper with investments headline
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exchange Photograph: AlamyMargaret Bruce2012-03-27T16:58:00ZMBA courses must bring more business people into the lecture hallhttp://www.theguardian.com/higher-education-network/blog/2012/mar/12/professionals-teaching-on-mba-courses
If business schools want to be seen as truly relevant to the world of business, they must do more to attract practitioners and staff with hands-on experience, says <strong>Julie Hodges</strong><p>It goes without saying that business schools have an obligation to maintain contact with, and contribute to, practice. This includes producing research that has an impact on the real world - research that cannot separate itself from practice to focus only on theory.</p><p>The potential to have impact, to change the way people and organisations behave, sets business schools apart. This is what creates value for managers and leaders. However, business schools are seen by some as giving greater priority to theory over applied research and producing findings that are not sufficiently useful to be implemented by managers. From this perspective, faculty members are depicted as theorists who are increasingly detached from the everyday problems of the business world.</p> <a href="http://www.theguardian.com/higher-education-network/blog/2012/mar/12/professionals-teaching-on-mba-courses">Continue reading...</a>Higher Education NetworkAcademicsEngaging businessLearning and teachingStudent experienceEmployabilityMon, 12 Mar 2012 11:34:56 GMThttp://www.theguardian.com/higher-education-network/blog/2012/mar/12/professionals-teaching-on-mba-coursesDavid Levene/David LeveneMBA courses must bring more business people into the lecture hall. Photograph: David LeveneDavid Levene/David LeveneOffice workers in the City of London financial district. Official figures today reveal the UK is formally in recession. The economy saw its worst output performance since 1980 in the final three months of 2008, as well as a growth in unemployment due to the crisis in the banking sector.
Commissioned Photograph: David LeveneJulie Hodges2012-03-12T11:34:56Z